What Every Principal Should Know to Serve The
ELL Students in Their Buildings
Washington Association for Bilingual Education
April 29, 2016
Dr. Stephen L. Warner
Dual Language Elementary School
Principal (RETIRED)
Big Picture Objective
• To have an understanding of the underlying
constructs of second language development
and instruction for the purpose of:
– Education and persuasion of those holding other
views,
– Adaptation of the program model to fit your
resources, student population make-up, staffing
limitations and other limiting variables.
Agenda
Content Transfer
Language Acquisition vs. Teaching Reading
Sheltered Instruction
Program Design
Culture
Effective Implementation
Special Services and the ELL Student
Content Transfer
• Although the surface aspects (e.g., pronunciation,
fluency) of different languages are clearly
separate, there is an underlying
cognitive/academic proficiency that is common
across languages. This common underlying
proficiency makes possible the transfer of
cognitive/academic or literacy-related proficiency
from one language to another.
Jim Cummings, 2005
Language Acquisition
• Acquisition requires meaningful interaction in
the target language - natural communication in which speakers are concerned not with the
form of their utterances but with the
messages they are conveying and
understanding.
• Stephen Krashen
Sheltered Instruction
• Sheltered instruction is an instructional model
for making grade- level content
comprehensible for students with limited
proficiency in the language of instruction
while also promoting second language
development.
Program Design
Pull-Out ESL
Remove students from mainstream classrooms for a
portion of the day in order to give them specialized
instruction in English.
Content Based ESL
Designed to teach English to non English speakers
using English lessons using on grade-level material
while providing background knowledge and
vocabulary.
Early-Exit or Transitional Bilingual
Utilize students' native languages for the purposes of early
reading instruction and clarification for 2-3 years before
students are completely mainstreamed into English speaking
classrooms.
Late-Exit
Provide students with instruction in their native language to
facilitate understanding but with the goal of eventually
mainstreaming students into English speaking classrooms.
English instruction starts in kindergarten as less than 10% of
instruction. This percentage gradually increases to reach
100% at some point between 4th and 7th grades.
Dual Immersion Bilingual Education
One-way
Provides instruction in English and a second language (usually
Spanish). Classrooms are composed of only students who
share a common native tongue. Since literacy instruction is in
both languages the students become proficient in both
languages.
Two-way
Provides instruction in English and a second language
(usually Spanish). Classrooms are composed of both native
English speakers and students for whom the second language
is their native tongue. Since literacy instruction is in both
languages both groups of students become proficient in both
languages.
Academic Effectiveness of Bilingual
Education Models
70
ESL Pullout
60
ESL through
academic content
Early Exit BE +
Trad ESL
Early Exit BE +
Content ESL
Late Exit BE +
Content ESL
Two-Way BE
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11
Culture
•
•
•
•
What do we mean by Cultural Background?
Comfort Zone
Social Implications
Instruction/Curriculum Implications
Cultural Background
Ethnicity
Language
Socio-Economic
Gender
Sexual Preference
Cultural Relationships
Social Implications
Classroom & School-wide
Family/Community
(Fresh Off the Boat pilot episode)
Cultural Relationships
We Speak America.mp4
“It was Euripides, this Greek writer from the fifth
century, B.C.
A way old dude.
In one of his plays, Medea says, ‘What greater grief than
the loss of one’s native land?
I read that and thought, ‘Well, of course, man. We
Indians have LOST EVERYTHING. We lost our land, we
lost our language, we lost our songs and dances. We lost
each other. We only know how to lose and be lost.”
Sherman Alexie
The Absolutely True Diary of a Part-Time Indian
Cultural Relationships
Add circle that is
understanding, acceptance
and accommodation.
Effective Implementation
Integrated Sheltered Instructional Model
You
Do
Focus
&
Motivation
Independent
Application
I
Do
Standards
Foundation of all instruction:
Guided
Practice
We
Do
Input
E1 Focus and Motivation: Pre-Test, Preview, Predict, Pre-Teach
E1.1 Pre-Teach Key Vocabulary
E1.1.1. Vocabulary 4-Square Cards
E1.1.2 Cognitive Content Dictionary
E.1.1.3 Poems, Chants, Songs
E1.1.4 Read Aloud with Key Word Gesturing
E1.2 Accessing Prior Knowledge
E1.2.1 Observation Charts/Picture Walks
E1.2.2 Inquiry Charts/KWLH Charts
E1.2.3 Anticipation-Reaction Guide
E1.2.4 Read Aloud with Personal Connections
E1.3 Building Background Knowledge
E1.3.1 Advanced Organizers/Response Frames
E1.3.2 Songs & Chants
E1.3.3 “Big Picture” input Charts:
E1.3.3.a
World map,
E1.3.3.b
Timeline,
E1.3.3.c
Six kingdom of living things,
E1.3.4.d
Read Aloud with Visual Aids/Narrative Input Charts
Commitment #2:
Ensure Effective Teaching in Every Classroom
Phase I: Systemically Explore and Examine Effective Pedagogy and Develop a
Model or Language of Instruction
Phase II: Have Teachers Systematically Interact Using the Model or Language of
Instruction.
Phase III: Have Teachers Observe Master Teachers Applying Instructional
Strategies.
Phase IV: Monitor the Effectiveness of the individual Teaching Styles.
Getting Serious About School Reform
By Dr. Robert J. Marzano
Focused
Professional
Development
Accountability
Research Based Instructional Model
Special Services and the ELL Student
• Language Development vs. Disability
• Transfer: Read regardless of language
• Continuum of learning vs. pyramid
Response To Intervention Pyramid
Standard Protocol Model
The Continuum of Instruction
Student Focused or Problem Solving Model
Dr. Stephen L. Warner
[email protected]
(360)427-5217